Using Recontextualisation Theory to Understand Learning Across Multiple Sites in Simulation-Based Nurse Education.

Area of Science:

• Nursing Education
• Health Professions Education
• Educational Theory

Background:

• Clinical placements are essential but often compromised by healthcare complexity and workforce shortages.
• Simulation-based education (SBE) has become a vital teaching method in global health professional programs, accelerated by technological advancements and the shift to online learning.

Purpose of the Study:

• To explore how recontextualisation theory enhances understanding of learning across multiple sites in nurse education with SBE.
• To investigate the impact of SBE on the theory-practice integration for nursing students.

Main Methods:

• Critical discussion paper utilizing current literature on SBE and recontextualisation theory.
• Analysis of existing evidence on SBE effectiveness and limitations in nursing education.

Main Results:

• SBE shows positive learning outcomes in nursing education, yet evidence gaps exist (e.g., lack of control groups).
• Recontextualisation theory suggests SBE might exacerbate the theory-practice split across various learning sites.
• SBE creates multiple, potentially misaligned, learning sites for students.

Conclusions:

• SBE provides valuable supplementary learning but introduces challenges in aligning diverse educational settings.
• Curricula must foster student motivation and ability to learn across multiple, integrated sites.
• Collaborative efforts and reframing knowledge acquisition are needed to bridge learning gaps between educators and clinicians.